Does learning to read improve intelligence? A longitudinal multivariate analysis in identical twins from age 7 to 16 (Q35161217)

6 August 2017

title

Does learning to read improve intelligence? A longitudinal multivariate analysis in identical twins from age 7 to 16 (English)

1 reference

6 August 2017

main subject

multivariate statistics

1 reference

3

1 reference

6 August 2017

Timothy C Bates

2

0 references

author name string

Stuart J Ritchie

series ordinal

1

1 reference

6 August 2017

publication date

24 July 2014

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6 August 2017

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6 August 2017

volume

86

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6 August 2017

issue

1

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6 August 2017

page(s)

23-36

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Common DNA markers can account for more than half of the genetic influence on cognitive abilities

6 August 2017

cites work

1 reference

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Intellectual interest mediates gene × socioeconomic status interaction on adolescent academic achievement

28 July 2018

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Schooling in adolescence raises IQ scores

28 July 2018

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28 July 2018

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Commentary: Why are children in the same family so different? Non-shared environment three decades later

28 July 2018

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A longitudinal investigation of the relationship between disordered eating attitudes and behaviors and parent-child conflict: a monozygotic twin differences design

28 July 2018

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Reading and Generalist Genes

28 July 2018

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Nonshared environmental mediation of the association between deviant peer affiliation and adolescent externalizing behaviors over time: results from a cross-lagged monozygotic twin differences design

28 July 2018

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Orthographic facilitation in oral vocabulary acquisition

28 July 2018

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Reading exposure: a (largely) environmental risk factor with environmentally-mediated effects on reading performance in the primary school years

28 July 2018

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The genetic and environmental origins of learning abilities and disabilities in the early school years

28 July 2018

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Infant zygosity can be assigned by parental report questionnaire data

28 July 2018

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Word reading fluency: role of genome-wide single-nucleotide polymorphisms in developmental stability and correlations with print exposure

28 July 2018

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Enduring links from childhood mathematics and reading achievement to adult socioeconomic status

27 September 2018

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27 September 2018

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27 September 2018

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Matthew effects in young readers: reading comprehension and reading experience aid vocabulary development.

27 September 2018

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27 September 2018

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Genetic covariation between theAuthor Recognition Test and reading and verbal abilities: what can we learn from the analysis of high performance?

27 September 2018

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School readiness and later achievement

27 September 2018

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Internet cognitive testing of large samples needed in genetic research.

27 September 2018

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Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial.

27 September 2018

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How people make their own environments: a theory of genotype greater than environment effects.

27 September 2018

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Telephone Testing and Teacher Assessment of Reading Skills in 7-year-olds: I. Substantial Correspondence for a Sample of 5544 Children and for Extremes

27 September 2018

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Why g matters: The complexity of everyday life

21 January 2018

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Reading and General Cognitive Ability: A Multivariate Analysis of 7-Year-Old Twins

21 January 2018

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Testing cognitive abilities by telephone in a sample of 6- to 8-year-olds

21 January 2018

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https://api.crossref.org/works/10.1111%2FCDEV.12272

Why are children in the same family so different from one another?

21 January 2018

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https://api.crossref.org/works/10.1111%2FCDEV.12272

The relationship of reading ability to creativity: Positive, not negative associations

21 January 2018

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Children's Motivation for Reading: Domain Specificity and Instructional Influences

21 January 2018

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The relationship of patient reading ability to self-reported health and use of health services

21 January 2018

1 reference

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The long-term significance of teacher-rated hyperactivity and reading ability in childhood: findings from two longitudinal studies

25 October 2018

1 reference

PubMed

https://pubmed.ncbi.nlm.nih.gov/25056688

inferred from PubMed ID database lookup

12 December 2020

based on heuristic

Ameliorating Children’s Reading-Comprehension Difficulties

1 reference

PubMed

https://pubmed.ncbi.nlm.nih.gov/25056688

inferred from PubMed ID database lookup

12 December 2020

based on heuristic

Identifiers

DOI

10.1111/CDEV.12272

1 reference

6 August 2017

1 reference

6 August 2017

1 reference